Weitere Artikel dieser Ausgabe durch Wischen aufrufen
The focus of the paper is on the measurement of science education capability with a gender perspective and in the capability approach framework. Measuring science education capability implies going beyond the measurement of children test scores. In the capability approach, we aim at the real opportunities that children can develop later in life and therefore it is important to include some measures of non-cognitive skills. We utilize, therefore, different indicators in addition to test scores in science: enjoyment in science, interest in science, general and personal values of science, self-confidence in performing science related tasks, awareness and perception of environmental issues, and responsibility for sustainable development. We utilize the 2006 PISA survey for Italian 15 years old children because it contains a particular focus on science and we estimate a Structural Equation Model to take into account that capabilities are latent constructs of which we only observe some indicators. We also investigate the determinants of children’s science education capability in Italy taking into account household, individual and school factors. Results confirm that boys outperform girls in science education capability. Our theoretical construct for the science education capability confirms that all the indicators are relevant to measure this capability. School activities to promote sciences improve girls’ capability and interactive methods of teaching improve both girls and boys capability. The household educational resources and the household educational possession are also positively correlated with girls’ and boys’ science education capability.
Bitte loggen Sie sich ein, um Zugang zu diesem Inhalt zu erhalten
Sie möchten Zugang zu diesem Inhalt erhalten? Dann informieren Sie sich jetzt über unsere Produkte:
Addabbo, T., & Di Tommaso, M. L. (2011). Children’s capabilities and family characteristics in Italy: Measuring imagination and play. In M. Biggeri, J. Ballet, & F. Comim (Eds.), Children and the capability approach (pp. 222–244). Basingstoke: Palgrave Macmillan.
Addabbo, T., Di Tommaso, M. L., & Maccagnan, A. (2014). Gender differences in Italian children capabilities. Feminist Economics, 20(2), 90–121. doi: 10.1080/13545701.2013.844846.
Aka, Eİ., Güven, E., & Aydoğdu, M. (2010). Effect of problem solving method on science process skills and academic achievement. Journal of Turkish Science Education (TUSED), 7(4), 13–25.
Alkire, S., & Santos, M. E. (2013). A multidimensional approach: Poverty measurement and beyond. Social Indicators Research, 112, 239–257. CrossRef
Anand, P., Krishnakumar, J., & Tran, N. B. (2011). Measuring welfare: Latent variable models for happiness and capabilities in the presence of unobservable heterogeneity. Journal of Public Economics, 95(3-4), 205–215. CrossRef
Azzolini, D., Schnell, P., & Palmer, J. (2012). Educational achievement gaps between immigrant and native students in two “new” immigration countries: Italy and Spain in comparison. Annals of the American Academy of Political and Social Science, 643(1), 46–77. CrossRef
Bacharach, V. R., Baumeister, A. A., & Furr, R. M. (2003). Racial and gender science achievement gaps in secondary education. The Journal of Genetic Psychology: Research and Theory on Human Development, 164(1), 115–126. CrossRef
Beaumont-Walters, Y., & Soyibo, K. (2001). An analysis of high school students’ performance on five integrated science process skills. Research in Science and Technological Education, 19(2), 133–145. CrossRef
Bhanot, R. T., & Jovanovic, J. (2009). The links between parent behaviors and boys’ and girls’ science achievement beliefs. Applied Developmental Science, 13(1), 42–59. CrossRef
Biggeri, M. (2014). Education policy for agency and participation. In C. Hart, M. Biggeri, & B. Babic (Eds.), Agency and participation in childhood and youth. International applications of the capability approach in schools and beyond (pp. 44–62). London: Bloomsbury Academic.
Biggeri, M., Ballet, J., & Comim, F. (2010). Capability approach and research on children: Capability approach and children’s issues. In S. Andresen, I. Diehm, U. Sander, & H. Ziegler (Eds.), Children and the good life: New challenges for research on children. Children’s well-being: Indicators and research (Vol. 4, pp. 75–90). New York: Springer.
Biggeri, M., & Libanora, R. (2011). From valuing to evaluating: Tools and procedures to operationalize the capability approach. In M. Biggeri, J. Ballet, & F. Comim (Eds.), Children and the capability approach (pp. 76–106). Basingstoke: Palgrave Macmillan. CrossRef
Biggeri, M., Libanora, R., Mariani, S., & Menchini, L. (2006). Children conceptualizing their capabilities: Results of the survey during the first Children’s World Congress on Child Labour. Journal of Human Development, 7(1), 59–83. CrossRef
Bleeker, M. M., & Jacobs, J. E. (2004). Achievement in math and science: Do mothers’ beliefs matter 12 years later? Journal of Educational Psychology, 96(1), 97–109. CrossRef
Boaler, J. (2002). Paying the price for ‘sugar and spice’: Shifting the analytical lens in equity research. Mathematical Thinking and Learning, 4(2-3), 127–144. CrossRef
Boaler, J., Altendorff, L., & Kent, G. (2011). Mathematics and science inequalities in the United Kingdom: When elitism, sexism and culture collide. Oxford Review of Education, 37(4), 457–484. CrossRef
Bourdieu, P. (1973). Cultural reproduction and social reproduction. In R. Brown (Ed.), Knowledge, education and cultural change (pp. 71–112). London: Tavistock.
Brownlow, S., & Durham, S. (1997). Sex differences in the use of science and technology in children’s cartoons. Journal of Science Education and Technology, 6(2), 103–110. CrossRef
Brunello, G., & Checchi, D. (2005). School quality and family background in Italy. Economics of Education Review, 24(5), 563–577. CrossRef
Cameron, S. V., & Heckman, J. (2001). The dynamics of educational attainment for black, hispanic, and white males. Journal of Political Economy, 109(3), 455–499. CrossRef
Chevalier, A., & Lanot, G. (2002). The relative effect of family characteristics and financial situation on educational achievement. Education Economics, 10(2), 165–181. CrossRef
Cornwell, C., Mustard, D. B., & Van Parys, J. (2013). Noncognitive skills and the gender disparities in test scores and teacher assessments evidence from primary school. Journal Human Resources, 48(1), 236–264.
Cunha, F., Heckman, J. J., & Schennach, S. M. (2010). Estimating the technology of cognitive and noncognitive skill formation. Econometrica, 78(3), 883–931. CrossRef
Dai, X., & Heckman, J. J. (2013). Older siblings’ contributions to young child’s cognitive skills. Economic Modelling, 35, 235–248. CrossRef
De Graaf, N. D., De Graaf, P. M., & Kraaykamp, G. (2000). Parental cultural capital and educational attainment in the Netherlands: A refinement of the cultural capital perspective. Sociology of Education, 73(2), 92–111. CrossRef
de San Román, A. G, & de La Rica Goiricelaya, S. (2012). Gender gaps in PISA test scores: The impact of social norms and the mother’s transmission of role attitudes. In IZA discussion paper 6338.
Del Boca, D., Flinn, C., & Wiswall, M. (2014). Household choices and child development. Review of Economic Studies, 81(1), 137–185. CrossRef
Di Tommaso, M. L. (2007). Children capabilities: A structural equation model for India. Journal of Socio Economics, 36, 436–450. CrossRef
Duncan, G. J., Brooks-Gunn, J., & Klebanov, P. K. (1994). Economic deprivation and early childhood development. Child Development, 65, 296–318. CrossRef
Edgerton, J. D., & Roberts, L. W. (2014). Cultural capital or habitus? Bourdieu and beyond in the explanation of enduring educational inequality. Theory and Research in Education, 12(2), 193–220. CrossRef
EIGE (European Institute for Gender Equality). (2013). Gender equality index. Report. EIGE Publication.
Fernandes, L., Mendes, A., & Teixeira, A. (2012). A review essay on the measurement of child well-being. Social Indicators Research, 106, 239–257. CrossRef
Fernandes, L., Mendes, A., & Teixeira, A. (2013). A weighted multidimensional index of child well-being which incorporates children’s individual perceptions. Social Indicators Research, 114, 803–829. CrossRef
Fullin, G., & Reyneri, E. (2011). Low unemployment and bad jobs for new immigrants in Italy. International Migration, 49(1), 118–147. CrossRef
Ganzeboom, H. B. G., De Graaf, P. M., & Treiman, D. J. (1992). A standard international socio-economic index of occupational status. Social Science Research, 21, 1–56. CrossRef
Good, J. J., Woodzicka, J. A., & Wingfield, L. C. (2010). The effects of gender stereotypic and counter-stereotypic textbook images on science performance. Journal of Social Psychology, 150(2), 132–147. CrossRef
Guiso, L., Monte, F., Sapienza, P., & Zingales, L. (2008). Culture, gender, and math. Science, 320(5880), 1164–1165. CrossRef
Gutman, L. M., & Schoon, I. (2013). Non-cognitive skills: Evidence and intervention. London: Education Endowment Foundation.
Hansen, K. T., Heckman, J. J., & Mullen, K. J. (2004). The effect of schooling and ability on achievement test scores. Journal of Econometrics, 121(1–2), 39–98. CrossRef
Hart, C. (2014). The capability approach and educational research. In C. Hart, M. Biggeri, & B. Babic (Eds.), Agency and participation in childhood and youth. International applications of the capability approach in schools and beyond (pp. 17–43). London: Bloomsbury Academic.
Haveman, R., & Wolfe, B. (1995). The determinants of children’s attainments: A review of methods and findings. Journal of Economic Literature, 33, 1829–1878.
Heckman, J. J. (2008). Schools, skills, and synapses. Economic Inquiry, 46(3), 289–324. CrossRef
Heckman, J. J., & Kautz, T. (2012). Hard evidence on soft skills. Labour Economics, 19, 451–464. CrossRef
Heckman, J. J., & Kautz, T. (2014). Fostering and measuring skills interventions that improve character and cognition. In J. J. Heckman, J. E. Humphries, & T. Kautz (Eds.), The GED Myth: Education, achievement tests, and the role of character in american life, chapter 9. Chicago, IL: University of Chicago Press.
Heckman, J. J., Moon, S. H., Pinto, R., Savelyev, P. A., & Yavitz, A. (2010a). The rate of return to the Highscope Perry Preschool Program. Journal of Public Economics, 94(1–2), 114–128. CrossRef
Heckman, J., Moon, S. H., Pinto, R., Savelyev, P., & Yavitz, A. (2010b). Analyzing social experiments as implemented: A reexamination of the evidence from the Highscope Perry Preschool Program. Quantitative Economics, 1(1), 1–46. CrossRef
Heckman, J. J., & Mosso, S. 2014. The economics of human development and social mobility. In NBER working paper no. 19925.
Heckman, J., Pinto, R., & Savelyev, P. (2013). Understanding the mechanisms through which an influential early childhood program boosted adult outcomes. American Economic Review, 103(6), 2052–2086. CrossRef
Jacobs, J. E. (1991). Influence of gender stereotypes on parent and child mathematics attitudes. Journal of Educational Psychology, 83(4), 518–527. CrossRef
Jacobs, J. E., & Bleeker, M. M. (2004). Girls’ and boys’ developing interests in math and science: Do parents matter? New Directions for Child and Adolescent Development, 106, 5–21. CrossRef
Jacobs, J. E., & Eccles, J. S. (1992). The impact of mothers’ gender-role stereotypic beliefs on mothers’ and children’s ability perceptions. Journal of Personality and Social Psychology, 63(6), 932–944. CrossRef
Kelly, A. (2012). Sen and the art of educational maintenance: Evidencing a capability, as opposed to an effectiveness, approach to schooling. Cambridge Journal of Education, 42(3), 283–296. CrossRef
Kleinjans, K. J. (2010). Family background and gender differences in educational expectations. Economics Letters, 107(2), 125–127. CrossRef
Krishnakumar, J. (2007). Going beyond functionings to capabilities: An econometric model to explain and estimate capabilities. Journal of Human Development, 8(1), 39–63. CrossRef
Krishnakumar, J., & Ballon, P. (2008). Estimating basic capabilities: A Structural Equation Model applied to Bolivia. World Development, 36(6), 992–1010. CrossRef
Krishnakumar, J., & Nagar, A. L. (2008). On exact statistical properties of multidimensional indices based on principal components, factor analysis, MIMIC and Structural Equation Models. Social Indicator Research, 86, 481–496. CrossRef
Kuklys, W. (2005). Amartya Sen’s capability approach, theoretical insights and empirical applications. Berlin: Springer.
Madonia, G., Cracolici, M. F., & Cuffaro, M. (2013). Exploring wider well-being in the EU-15 countries: An empirical application of the Stiglitz Report. Social Indicators Research, 111, 117–140. CrossRef
Martins, L., & Veiga, P. (2010). Do inequalities in parents’ education play an important role in PISA students’ mathematics achievement test score disparities? Economics of Education Review, 29(6), 1016–1033. CrossRef
Mason, A. D., & King, E. M. (2001). Engendering development through gender equality in rights, resources, and voice. A World Bank policy research report. Washington DC: World Bank/Oxford University Press.
Muthén, B. (1979). A structural probit model with latent variables. Journal of the American Statistical Association, 74(368), 807–811.
Nussbaum, M. (1997). Cultivating humanity: A classical defence of reform in liberal education. London: Harvard University Press.
Nussbaum, M. (2003). Capabilities as fundamental entitlements: Sen and social justice. Feminist Economics, 9(2&3), 33–59. CrossRef
OECD. (2006). Women in scientific careers: Unleashing the potential. Paris: OECD.
OECD. (2007). PISA 2006—Volume 2: Data. Paris: OECD. CrossRef
OECD. (2009). PISA 2006 Technical Report. Paris: OECD. CrossRef
OECD. (2012). Closing the gender gap: Act now. Paris: OECD.
OECD. (2015). The ABC of gender equality in education: Aptitude, behaviour, confidence. Paris: PISA, OECD Publishing. CrossRef
Peraita, C., & Sánchez, M. (1998). The effect of family background on children’s level of schooling attainment in Spain. Applied Economics, 30(10), 1327–1334. CrossRef
Robeyns, I. (2006). The capability approach in practice. The Journal of Political Philosophy, 14(3), 351–376. CrossRef
Sen, A. K. (1985). Commodities and capabilities. Amsterdam: North Holland.
Sen, A. K. (1999). Development as freedom. Oxford: Oxford University Press.
Sen, A. K. (2009). The idea of justice. London: Allen Lane.
Shapira, M. (2012). An exploration of differences in mathematics attainment among immigrant pupils in 18 OECD countries. European Educational Research Journal, 11(1), 68–95. CrossRef
Sikora, J., & Pokropek, A. (2012). Gender segregation of adolescent science career plans in 50 countries. Science Education, 96(2), 234–264. CrossRef
Sullivan, A. (2001). Cultural capital and educational attainment. Sociology, 35(4), 893–912. CrossRef
Tansel, A. (2002). Determinants of school attainment of boys and girls in Turkey: Individual, household, and community factors. Economics of Education Review, 21(5), 455–470. CrossRef
Temple, J. A., & Reynolds, A. J. (2007). Benefits and costs of investments in preschool education: Evidence from the Child–Parent Centers and related programs. Economics of Education Review, 26(1), 126–144. CrossRef
Terzi, L. (2007). The capability to be educated. In M. Walker & E. Unterhalter (Eds.), Amartya Sen’s capability approach and social justice in education (pp. 25–44). Basingtoke: Palgrave Macmillan. CrossRef
Trani, J. F., Biggeri, M., & Mauro, V. (2013). The multidimensionality of child poverty: Evidence from Afghanistan. Social Indicators Research, 112(2), 391–416. CrossRef
Twenge, J. M., & Campbell, W. K. (2001). Age and birth cohort differences in self-esteem: A cross-temporal meta-analysis. Personality and Social Psychology Review, 5(4), 735–748. CrossRef
Van Ootegem, L., & Verhofstadt, E. (2012). Using capabilities as an alternative indicator for well-being. Social Indicators Research, 106, 133–152. CrossRef
Vaughan, R. P., & Walker, M. (2012). Capabilities, values and education policy. Journal of Human Development and Capabilities, 13(3), 495–512. CrossRef
Walker, M. (2005). Amartya Sen’s capability approach and education. Educational Action Research, 13(1), 103–110. CrossRef
Walker, M., & Unterhalter, E. (2007). The capability approach and its potential for work in education. In M. Walker & E. Unterhalter (Eds.), Amartya Sen’s capability approach and social justice in education (pp. 1–18). Basingtoke: Palgrave Macmillan. CrossRef
Wüst, K., & Volkert, J. (2012). Childhood and capability deprivation in Germany: A quantitative analysis using German socio-economic panel data. Social Indicators Research, 106, 439–469. CrossRef
Yeung, W. J., Linver, M. R., & Brooks-Gunn, J. (2002). How money matters for young children’s development: Parental investment and family processes. Child Development, 73(6), 1861–1879. CrossRef
Zohar, A., & Sela, D. (2003). Her physics, his physics: Gender issues in Israeli advanced placement physics classes. International Journal of Science Education, 25(2), 245–268. CrossRef
- Education Capability: A Focus on Gender and Science
Maria Laura Di Tommaso
- Springer Netherlands
Neuer Inhalt/© Stellmach, Neuer Inhalt/© BBL, Neuer Inhalt/© Maturus, Pluta Logo/© Pluta, Neuer Inhalt/© hww, Voraussetzungen für wirtschaftliche additive Fertigung/© Marco2811 | Fotolia